cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Krida Singgih Kuncoro
Contact Email
krida.kuncoro@ustjogja.ac.id
Phone
+6285742771889
Journal Mail Official
union@ustjogja.ac.id
Editorial Address
Jl. Batikan, UH III No.1043, Tahunan, Kec. Umbulharjo, Kota Yogyakarta, Daerah Istimewa Yogyakarta 55167.
Location
Kota yogyakarta,
Daerah istimewa yogyakarta
INDONESIA
Union: Jurnal Ilmiah Pendidikan Matematika
Published by Universitas Sarjanawiyata Tamansiswa
ISSN : 2339224X     EISSN : 25793209     DOI : https://doi.org/10.30738/union
Core Subject : Education,
Education Mathematics
Union: Jurnal Ilmiah Pendidikan Matematika is a peer-reviewed open access journal published three times in a year (March, July, and November). Union: Jurnal Ilmiah Pendidikan Matematika provides a forum for lecturers, academicians, researchers, practitioners, and students to deliver and share knowledge in the form of empirical and theoretical research articles. The scope of Union is Mathematics Education which includes, but is not limited to the following topics: Mathematics Ability, Mathematics Learning Model, Mathematics Learning Media, Curriculum Development, Assessment and Evaluation, Didactical Design Research (DDR), Realistic Mathematics Education (RME), Ethnomathematics, Research and Development (RnD), PISA Task.
Arjuna Subject : -
Articles 664 Documents
 63   64   65   66   67 
Analysis of mathematical problem-solving processes of Islamic religious education students on zakat material with low numeracy literacy Chintia Putri Wulandari; Lovi Leoni; Elya Yudiasfira; Shahzadi Hina Sain
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 14 No 2 (2026)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v14i2.21665

Abstract

This study examines the mathematical problem-solving processes of Islamic Religious Education (IRE) students in solving zakat-related problems from the perspective of low numeracy literacy. Numeracy literacy is essential because it enables students to interpret quantitative information and apply mathematical reasoning in religious contexts such as zakat, which requires both conceptual understanding and accurate calculation. However, many IRE students experience difficulties in solving zakat problems, particularly at low levels of numeracy literacy. This research employed a descriptive qualitative design involving 29 IRE students, one of whom, a student with low numeracy literacy, was selected for in-depth analysis. Data were collected through written tests, observations, and semi-structured interviews, and analyzed through data reduction, data display, and conclusion drawing, with triangulation applied across the data sources. The findings reveal that students with low numeracy literacy tend to approach problems mechanically by directly applying the 2.5% zakat rule without adequately understanding the context, interpreting data, or constructing appropriate mathematical models. Their problem-solving processes show weaknesses across all stages, including limited planning, inaccurate modeling, and a lack of evaluation and reflection. These results indicate that low numeracy literacy affects not only the accuracy of solutions but also the overall thinking process. Therefore, integrating mathematical modeling, structured problem-solving stages, and reflective evaluation in zakat instruction is essential for fostering meaningful and contextual learning. This study contributes a process-oriented account of how low numeracy literacy constrains contextual interpretation, mathematical modeling, and reflective evaluation in zakat problem solving, thereby providing an empirical basis for integrating numeracy development into religious education.
Mathema’s tics in the cultural manifestation of Zambiapunga: A Systematic Literature Review José Lucas Matias de Eça; Zulma Elizabete de Freitas Madruga
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 14 No 2 (2026)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v14i2.22624

Abstract

The expression “mathema’s tics”, coined by Ubiratan D’Ambrosio, designates the etymological root of Ethnomathematics (ethno + mathema + tics), which means the set of techniques, arts, methods and ways of proceeding (tics) mobilized by a given social group (ethno) in the interpretation, understanding, explanation and management of its reality (mathema). Considering this concept, the present study aims to analyze how the mathematical practices present in the diverse repertoire of knowledge and practices originating from the Zambiapunga cultural manifestation have been discussed in literature. To this end, a systematic literature review was conducted on the cultural expression of Zambiapunga to establish a scientific epistemology, of a mathematical nature, based on the ancient knowledge and practices of Bakongo people produced and practiced within this ancestral tradition. To obtain the data, the main platforms in the educational context were used, both nationally and internationally, and analyzed using a qualitative approach. The review process returned 21 sources, which form the broader corpus of data. However, only four of these sources specifically address mathematical practices; therefore, they alone make up the corpus of analysis in this study. Findings show that Zambiapunga constitutes a fertile cultural field of mathematizations, which is expressed in the knowledge and practices of members of this centuries-old tradition and reveals formative potential emerging from its cultural dynamics. Furthermore, the analysis points to a low number of studies focusing on the mathematical knowledge and practices present in Zambiapunga. After all, this centuries-old tradition possesses a vast repertoire that can be mathematized, with the aim of contributing to the teaching and learning process of mathematics.
Development of PolyQuest educational game using Construct 3 to stimulate students' learning interest in polynomials Ahmad Faizun; Elsa Komala; Sarah Inayah; Md. Fajlay Rabbi
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 14 No 2 (2026)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v14i2.22901

Abstract

Interest in learning mathematics is an important factor influencing students' success in understanding mathematical concepts. In the digital era, technological advancements provide opportunities to create interactive and engaging learning experiences through digital media. This study aimed to develop the PolyQuest Educational Game using Construct 3 as a digital learning medium to stimulate students' interest in learning polynomial concepts. The study employed the Research and Development method with the ADDIE model, comprising the Analyze, Design, Develop, Implement, and Evaluate stages. The product was evaluated through expert validation and a preliminary small-scale classroom trial involving two mathematics teachers and eight eleventh-grade students from a senior high school in Cianjur, who were selected through purposive sampling. Data were collected using expert validation sheets, practicality questionnaires, and a students' learning-interest questionnaire, and were analyzed descriptively using a five-point Likert scale. PolyQuest obtained a mean validity score of 91%, derived from material validation (90%) and media validation (92%), a practicality score of 96%, and a mean learning-interest score of 93%, all of which fall into the highest category of the assessment criteria. These findings indicate that PolyQuest is a valid and practical learning medium with the potential to foster students' interest in learning mathematics, although its effectiveness still requires confirmation through larger-scale field testing. This study contributes a Construct 3-based platformer game that embeds polynomial problem-solving, progressive levels, and immediate feedback within a single learning environment, thereby offering teachers a ready-to-use medium and developers a design reference for senior high school mathematics.
Development of context-based interactive PowerPoint media to enhance junior high school students’ mathematical problem-solving skills Seli Razna Helia; Ana Setiani; Pujia Siti Balkist; Dadan Rahmat
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 14 No 2 (2026)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v14i2.23025

Abstract

This study aimed to develop context-based interactive PowerPoint media and to evaluate its validity, practicality, and the outcomes of its implementation for junior high school students’ mathematical problem-solving skills. The study employed the Research and Development (R&D) method, adapting the ADDIE development model. The product was evaluated through implementation with a single group using a one-group pretest–posttest design without a control group, involving 30 seventh-grade students of Class VII-C at SMP Negeri 2 Takokak. Data were collected using validation sheets completed by subject-matter and media experts, practicality questionnaires distributed to teachers and students, and mathematical problem-solving tests administered at the pretest and posttest stages. The developed media obtained validity ratings of 97.58% from subject-matter experts and 91.67% from media experts, placing it in the “highly valid” category. Practicality was confirmed by very positive teacher responses of 97.62%, while student responses reached 83.85% in the small-group test and rose to 88.72% in the field test, indicating that the media is very practical. Implementation was also accompanied by an improvement in students’ mathematical problem-solving skills, as shown by an increase in the mean score from 49.85 to 89.69, a 100% mastery rate, and an N-Gain of 0.80, which falls into the “high” category. Based on the results of the Wilcoxon Signed-Rank Test, all students achieved higher posttest scores compared to their pretest scores (Positive Ranks = 30; Negative Ranks = 0). Because the evaluation involved only one group without a control group, the findings indicate an improvement in mathematical problem-solving skills following implementation of the media, but they cannot yet establish a cause-and-effect relationship. Overall, the context-based interactive PowerPoint media developed in this study demonstrates a very high level of validity and practicality, and its implementation was followed by an increase in students’ mathematical problem-solving skills.

Page 67 of 67 | Total Record : 664

 63   64   65   66   67 

Filter by Year

2013 2026


Reset
Filter By Issues
All Issue Vol 14 No 2 (2026) Vol 14 No 1 (2026) Vol 13 No 4 (2025) Vol 13 No 3 (2025) Vol 13 No 2 (2025) Vol 13 No 1 (2025) Vol 12 No 1 (2024): Forthcoming Issue (March 2024) Vol 12 No 3 (2024) Vol 12 No 2 (2024) Vol 12 No 1 (2024) Vol 11 No 3 (2023) Vol 11 No 2 (2023) Vol 11 No 1 (2023) Vol 10 No 3 (2022) Vol 10 No 2 (2022) Vol 10 No 1 (2022) Vol 9 No 3 (2021) Vol 9 No 2 (2021) Vol 9 No 1 (2021) Vol 8 No 3 (2020) Vol 8 No 2 (2020) Vol 8 No 1 (2020) Vol 7 No 3 (2019) Vol 7 No 2 (2019) Vol 7 No 1 (2019) Vol 6 No 3 (2018) Vol 6 No 2 (2018) Vol 6 No 1 (2018) Vol 5 No 3 (2017) Vol 5 No 2 (2017) Vol 5 No 1 (2017) Vol 4 No 3 (2016) Vol 4 No 2 (2016) Vol 4 No 1 (2016) Vol 3 No 3 (2015) Vol 3 No 2 (2015) Vol 3 No 1 (2015) Vol 2 No 3 (2014) Vol 2 No 2 (2014) Vol 2 No 1 (2014) Vol 1 No 1 (2013) More Issue